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British Journal of Educational Psychology

Ulrike Kipman, Anton Kühberger, Belinda Pletzer
BACKGROUND: There is little research on how to best introduce children to stochastics. In general, demonstration and concrete experience seem to be necessary to establish good understanding of stochastics in children. Pupils seem to be able to develop an intuition on stochastic thinking when they actively solve probabilistic problems and carry out probability experiments based on age-adequate content and materials. AIMS: This study investigates how activity-oriented education can improve stochastics achievement of children...
May 4, 2018: British Journal of Educational Psychology
Hannah J Thomas, James G Scott, Jason M Coates, Jason P Connor
BACKGROUND: Intervention on adolescent bullying is reliant on valid and reliable measurement of victimization and perpetration experiences across different behavioural expressions. AIMS: This study developed and validated a survey tool that integrates measurement of both traditional and cyber bullying to test a theoretically driven multi-dimensional model. SAMPLE: Adolescents from 10 mainstream secondary schools completed a baseline and follow-up survey (N = 1,217; Mage  = 14 years; 66...
May 3, 2018: British Journal of Educational Psychology
Michelle Jayman, Maddie Ohl, Bronach Hughes, Pauline Fox
BACKGROUND: Policymakers are focusing increased attention on the role of schools to promote and support children's mental health, and evidence-based models of good practice are in demand. Pyramid Club is a school-based, socio-emotional intervention, demonstrably effective with primary-aged pupils. AIMS: This study extends previous Pyramid Club evaluations by examining effectiveness with pupils in early secondary education; service users' perceptions and experiences were investigated to increase understanding of Pyramid's impact, thus supporting enhanced practice...
May 1, 2018: British Journal of Educational Psychology
Madeline Crosswaite, Kathryn Asbury
BACKGROUND: Despite a large body of research that has explored the influence of genetic and environmental factors on educationally relevant traits, few studies have explored teachers' beliefs about, or knowledge of, developments in behavioural genetics related to education. AIMS: This study aimed to describe the beliefs and knowledge of UK teachers about behavioural genetics and its relevance to education, and to test for differences between groups of teachers based on factors including years of experience and age of children taught...
April 26, 2018: British Journal of Educational Psychology
Matthew P Somerville, David Whitebread
BACKGROUND: Although emotion is central to most models of children's well-being, few studies have looked at how well-being is related to the ways in which children regulate their emotions. AIMS: The aim of this study was to examine the associations among children's emotion regulation strategy choice and their emotional expression, behaviour, and well-being. The study also investigated whether contextual factors influenced the emotion regulation strategies children chose to use...
April 14, 2018: British Journal of Educational Psychology
Min Kyung Lee, Sara Baker, David Whitebread
BACKGROUND: Research on the relationships between parental factors and children's executive function (EF) has been conducted mainly in Western cultures. AIM: This study provides the first empirical test, in a non-Western context, of how maternal EF and parenting behaviours relate to child EF. SAMPLE: South Korean mothers and their preschool children (N = 95 dyads) completed EF tasks. METHOD: Two aspects of parental scaffolding were observed during a puzzle task: contingency (i...
April 14, 2018: British Journal of Educational Psychology
Kim Angeles Gärtner, Verena Clara Vetter, Michaela Schäferling, Gitta Reuner, Silke Hertel
BACKGROUND: Preterm children have an increased risk regarding self-regulation development. Given the strong link between parenting behaviour (i.e., scaffolding and sensitivity) and children's self-regulation, parental training presents a promising way to counteract the negative consequences of preterm birth. AIMS: We explored the effectiveness of parental training by comparing a basic scaffolding training and a combined scaffolding/sensitivity training to an active treatment-control group (stress management)...
March 30, 2018: British Journal of Educational Psychology
Junjun Chen
BACKGROUND: Research into teacher emotion has attracted increasing attention in the last two decades. The relevance of teacher emotion in education has been highlighted. However, evidence of how teacher emotions impact their teaching approaches is rather limited. AIMS: This study investigated the relationship between two self-report instruments - the Teacher Emotion Inventory and the Approach to Teaching. SAMPLE: There were 1,830 teachers were approached from 43 primary schools in China and 12 primary schools in Hong Kong...
March 30, 2018: British Journal of Educational Psychology
Anne Sorariutta, Maarit Silvén
BACKGROUND: Only a handful of longitudinal studies have explored the effects of both parents in early parenthood on children's cognitive development, and no study has controlled for simultaneous early childhood education and care (ECEC) experiences. AIMS: To examine the similarity of each parent's cognitive guidance and contribution to children's pre-mathematical outcomes across parent gender while controlling for amount of ECEC. SAMPLE: A longitudinal study on 66 Finnish two-parent families and their children...
March 25, 2018: British Journal of Educational Psychology
David Tzuriel, Vered Shomron
BACKGROUND: The theoretical framework of the current study is based on mediated learning experience (MLE) theory, which is similar to the scaffolding concept. The main question of the current study was to what extent mother-child MLE strategies affect psychological resilience and cognitive modifiability of boys with learning disability (LD). Secondary questions were to what extent the home environment, severity of boy's LD, and mother's attitude towards her child's LD affect her MLE strategies and consequently the child's psychological resilience and cognitive modifiability...
March 24, 2018: British Journal of Educational Psychology
Nicola Yuill, Amanda Carr
No abstract text is available yet for this article.
June 2018: British Journal of Educational Psychology
Angelica Moè, Idit Katz, Marianna Alesi
BACKGROUND AND AIMS: Based on the principles of scaffolding for motivation and on the assumptions of self-determination theory, two studies aimed to assess the role played by perceived parental autonomy-supportive scaffolding on child homework autonomous motivation, self-efficacy, affect, and engagement. SAMPLES AND RESULTS: The results of Study 1, which involved 122 parents and their children, showed that the higher the parental autonomous motivation, the more their children perceived them as autonomy-supportive while scaffolding for motivation, and hence developed autonomous motivation, self-efficacy, and engagement in homework...
June 2018: British Journal of Educational Psychology
Liesje Coertjens
AIM: The main aim of this commentary was to connect the insights from the contributions of the special issue on the intersection between depth and the regulation of strategy use. The seven contributions in this special issue stem from three perspectives: self-regulated learning (SRL), model of domain learning (MDL), or the student approaches to learning (SAL). PROCEDURE: Prior to combining insights from different studies, the definition and operationalization of cognitive and metacognitive processing in the seven contributions is described...
March 2018: British Journal of Educational Psychology
Patricia A Alexander
PURPOSE: The primary goal of this commentary was to consider the future directions that researchers dealing with levels and regulation of strategies and with approaches to learning may wish to pursue in the years to come. PROCEDURE: In order to accomplish this goal, the first step was to look for any common ground shared by authors contributing to this Special Issue. That common ground represented a convergence of evidence for these programmes of research; in effect, where they intersect...
March 2018: British Journal of Educational Psychology
Daniel L Dinsmore, Luke K Fryer
No abstract text is available yet for this article.
March 2018: British Journal of Educational Psychology
Leen Catrysse, David Gijbels, Vincent Donche, Sven De Maeyer, Marije Lesterhuis, Piet Van den Bossche
BACKGROUND: Up until now, empirical studies in the Student Approaches to Learning field have mainly been focused on the use of self-report instruments, such as interviews and questionnaires, to uncover differences in students' general preferences towards learning strategies, but have focused less on the use of task-specific and online measures. AIMS: This study aimed at extending current research on students' learning strategies by combining general and task-specific measurements of students' learning strategies using both offline and online measures...
March 2018: British Journal of Educational Psychology
Victor M Deekens, Jeffrey A Greene, Nikki G Lobczowski
BACKGROUND: Self-regulated learning (SRL) models position metacognitive monitoring as central to SRL processing and predictive of student learning outcomes (Winne & Hadwin, 2008; Zimmerman, 2000). A body of research evidence also indicates that depth of strategy use, ranging from surface to deep processing, is predictive of learning performance. AIMS: In this study, we investigated the relationships among the frequency of metacognitive monitoring and the utilization of deep and surface-level strategies, and the connections between these SRL processes and learning outcomes across two academic domains, science and history...
March 2018: British Journal of Educational Psychology
Daniel L Dinsmore, Brian P Zoellner
BACKGROUND: This investigation was designed to uncover the relations between students' cognitive and metacognitive strategies used during a complex climate simulation. While cognitive strategy use during science inquiry has been studied, the factors related to this strategy use, such as concurrent metacognition, prior knowledge, and prior interest, have not been investigated in a multidimensional fashion. AIMS: This study addressed current issues in strategy research by examining not only how metacognitive, surface-level, and deep-level strategies influence performance, but also how these strategies related to each other during a contextually relevant science simulation...
March 2018: British Journal of Educational Psychology
Meghan M Parkinson, Daniel L Dinsmore
BACKGROUND: While the literature on strategy use is relatively mature, measures of strategy use overwhelmingly measure only one aspect of that use, frequency, when relating that strategy use to performance outcomes. While this might be one important attribute of strategy use, there is increasing evidence that quality and conditional use of cognitive and metacognitive strategies may also be important. AIMS: This study examines how multiple aspects of strategy use, namely frequency, quality, and conjunctive use of strategies, influence task performance on both well- and ill-structured task outcomes in addition to other concomitant variables that may interact with strategic processing during reading...
March 2018: British Journal of Educational Psychology
Philip H Winne
BACKGROUND: Deep versus surface knowledge is widely discussed by educational practitioners. A corresponding construct, levels of processing, has received extensive theoretical and empirical attention in learning science and psychology. In both arenas, lower levels of information and shallower levels of processing are predicted and generally empirically demonstrated to limit knowledge learners gain, curtail what they can do with newly acquired knowledge, and shorten the life span of recently acquired knowledge...
March 2018: British Journal of Educational Psychology
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